本文采用教师专业能力评估量表、成就目标导向量表及教师自我效能感量表（TSE，简版）对168名泰国HSK类课程在职教师进行分析调查。基于成就目标导向理论和自我效能感理论，构建HSK类课程教师专业能力——成就目标导向——教师自我效能感模型，并验证其有效性。研究结果表明，HSK类课程教师专业能力能显著预测成就目标导向，且成就目标导向显著影响教师的自我效能感，说明成就目标导向在二者之间起中介作用。基于此，研究建议定期开展教师专业能力培训，以提升泰国HSK类课程教师的自我效能感；同时，应关注教师的专业成长，制定符合其职业发展需求的成就目标导向。
This study conducted an analytical survey of 168 in-service HSK course teachers in Thailand using the Teacher Professional Competence Assessment Scale, the Achievement Goal Orientation Scale, and the short version of the Teacher Self-Efficacy Scale (TSE). Based on Achievement Goal Orientation Theory and Self-Efficacy Theory, this study constructed and validated a model linking HSK course teachers' professional competence, achievement goal orientation, and teacher self-efficacy. The results indicate that teachers' professional competence significantly predicts achievement goal orientation, which in turn significantly impacts teacher self-efficacy, demonstrating that achievement goal orientation serves as a mediating factor between the two. Based on these findings, this study recommends regularly conducting professional competence training to enhance the self-efficacy of HSK course teachers in Thailand. Additionally, attention should be given to teachers' professional growth by formulating achievement goal orientations that align with their career development needs.
